The project “EPGE on the move! Words that open doors” was created to respond to a structural gap in our educational community: poor student performance in foreign languages, coupled with a negative perception of individual language mastery. We realized that this situation conditioned the democratic participation of our students and teachers in the program and it was urgent to reverse this situation. After two years the first results are beginning to emerge and we have already significantly improved success in foreign languages. We believe this is the way forward to consolidate the foreign language teaching-learning process and thus enable our community to intervene in multicultural contexts.

"The Cadiz City Council has successfully developed in the framework of the ERASMUS + 2016 program The project ""Cadiz Young Europeans II"", coordinated by the Institute of Promotion, Employment and training (IFEF) through the consortium for the mobility composed by the centers of Professional training SALESIANOS SAN IGNACIO SCHOOL, DRAGO HIGH SCHOOL, SAN SEVERIANO HIGH SCHOOL, COLUMELA HIGH SCHOOL, CORNELIO BALBO HIGH SCHOOL, ALBERTI HIGH SCHOOL, and FERNANDO QUIÑONES HIGH SCHOOL. This project, which has lasted 24 months, has counted with the participation of 76 participants in total (64 intermediate-level vocational training students and 12 teacher mobility), specifically:-50 students have made training in work centers (FCT) (16 were girls) in the countries of Italy, Malta, United Kingdom, Slovenia, Portugal, Czech Republic, Ireland, Germany, France, Belgium and the Netherlands.-14 Newly-Graduated students have done professional internships in Italy, Malta and Portugal, 5 of these students were girls.-12 teachers Mobility from the consortium's member centers in Holland, United Kingdom, Germany, France and the United Kingdom.Given the need to open the horizon of young people in the City of Cadiz to other possibilities, this project has contributed to generate professional, linguistic and personal competencies towards internationalization among the youngest, marking for most of them the first opportunity to develop what they learned outside of their city, knowing other ways to do and work.At the local level, the impact of this second mobility project that took place in the city of Cadiz, has exceeded all expectations regarding the participation of Vocational Educational Centers in a common project of internationalization of their students, as it can be seen in the increase of member educational centers of the current Consortium, which has more than double of those that were part of the first Project 2015, tripling also the number of mobility of students and Newly-Graduated students (of 23 in 2015, in this project have been managed 64). Similarly, this project has involved many benefits for the participants, bringing the experience of living in a foreign country, in a new environment and in an independent way, as well as acquiring new practical knowledge, which will serve them as professional experience that later, the labor market is going to demand to them. To highlight that through this project 1 student with special educational needs had the opportunity to make a mobility in Ireland, valuing the suitability of such mobility by the pedagogical team of the center and guaranteeing a tutoring in destination customized and adapted to the needs of this student. Other aspects to highlight are that 21% of participants have improved their language skills in English, Italian and Portuguese, 30% have found work at the end of mobility, and 20% of them have received some offer of Employment in the destination country.This project has a special relevance in order to consolidate the European internationalization plan that at municipal level is setting out in a shared way from the different educational agents of the vocational training and the local administration, reviewing the Following aspects:-Provides a solid and very participatory consortium, which is part of most Educational Vocational Training Centers in the municipality. The organization is formed by the Institute of Promotion, Employment and training of the city of Cadiz (IFEF), which acts as coordinator, and seven VET in the municipality of Cadiz that teach intermediate vocational training in the city and work as Entities for sending students and teachers to different mobility to European countries.-A large number of institutions and companies from 11 different countries are involved, working through networks that were launched with other European projects such as Leonardo Da Vinci. Specifically, it has worked with 64 direct host partners and 7 intermediary partners, remembering the collaboration with the counterpart centers of Holland, United Kingdom, Germany, Malta and France.-Represents a real opportunity for the improvement of the competencies of the students and the educational community."

"The new and complex challenges that European institutions and citizens must face in the near future are unpredictable and require creative replies. Some of these challenges are identified in the Millennium Goals and the Europe 2020 Strategy and have been integrated into the specific goals of the Erasmus + programme in the field of education and professional training.The selection of these goals in the framework of the programme we are applying for, with the ""Profifuture in a Global Europe"" project, aims at improving the level of competences and essential skills of Profitecla students, teachers and staff, regarding the differentiation in the offer for the labour market and the contribution to social cohesion. The dropout rates, the employability of young people, the effective use of new technologies, citizenship issues and language skills are challenges that we are aiming at with the project, helping to find the answers we need to build a more cohesive, fairer and more inclusive Europe.The 21st century demands new approaches that empower young people with skills for jobs that may not yet exist in the labour market. For this reason, the Individual Mobility Project for Learning purposes was addressed to 104 students and 19 staff members and teachers who attend and work at the local schools of E.P. Profitecla. The participants were students of the IV level courses in Tourism, Restaurant, Communication, Banking and Insurance, Management, Secretariat, Legal Services and Health Care. The focus was on improving the quality of education and training for young people, promoting equality, responsibility, autonomy, active citizenship, encouraging creativity, innovation and entrepreneurship to all of those who participated.The activities planned for the mobilities included the accomplishment of a curricular internship in European companies, as well as job shadowing activities and sharing of experiences for staff and teachers. In addition to the internship, the students contacted with the cultural and social reality of the place where they completed the internship. It was also intended that all students could bring to their curriculum the reinforcement of skills and the acquisition of others, to function as facilitators of their entry into the labour market, translated into the document Europass Mobility, recognized throughout the European Union.The mobilization of students, teachers and staff took place from September 2017 to February 2019. The 104 students and 19 staff members and teachers participating in this mobility carried out the internship and job shadowing and follow-up activities in the following countries: Poland, Slovenia, Greece, the Czech Republic, Italy and Spain.Profitecla's Marketing Department, which monitored the project’s life cycle, shared content in the IPTV system of the schools, the school's website, on the social networks, the Profuturo Newspaper and the press in the cities where the school is located in coordination with the Management and project coordination team.In terms of results that we intend to achieve, the generality of the goals predicted in the indicated mobility activities were accomplished.The impacts were reflected in the local, regional and national context, given the geographical scope of Profitecla. Even at the international level we consider that there were positive impacts because we believe it has energized students, teachers and staff for collaborative work at the European level and in the spirit of global European citizenship.The intended benefits have had an effective and lasting impact in a global way and have not been limited to the period of mobility. A follow-up evaluation was carried out to assess the impacts arising from the experience of these mobilities.Based on the experience of several years of EP Profitecla, we believe, with some level of confidence, that these mobilities have reached or surpassed the global gains achieved in the recent past and that at the level of the students, they have brought an increased know-how both at the level of soft skills, translated into individual and group skills, as well as technical skills to be developed in a context of international curricular internship. At the level of teachers and staff there has been an increase in the awareness of the fundamental values of the European Union. Experience has brought innovative, dynamic methodologies that differentiate us and our school and puts it closer to European trends. The demonstrated experiences can be applied, essentially, in the new vision that is intended for professional schools and, in our case, integrated with the School's Educational Project.The increase in the rate of employability rises in line with the differentiation in the selection of jobseekers for young learners, reducing drop-out rates and contributing to the achievement of the goals set out in the Europe 2020 Strategy."

Boarders of European Union continue to evolve and the development of skills for our European workers is essential for today’s and tomorrow’s challenges. Indeed, crafts and companies are dealing more and more with international exchanges and facing a multinational competition, for both professionals and production technics. Qualifications and skills are therefore need to be updated. In order to move on that direction, it is primordial to provide each apprentice with the possibility to be trained and to work on a European level. Les Compagnons du Devoir et du Tour de France which train apprentices and young professional, by traveling, community living and knowledge transmissions, have always had a strong commitment to European mobility programmes. Long-term mobility projects have always existed in our Association. It is part of our specific professional training “Le Tour de France” to have a one-year experience abroad. So far, almost 7400 of our young graduated have already benefitted from such an amazing experience.Since 2004, more than 17350 apprentices have therefore benefitted from a 3 weeks mobility project in European Union, owing to our trusted partners, in any of our trades (industry, construction, building, baking, leather and textiles trades). Driven by our strong desire to institutionalize the mobility project abroad for our apprentices, we have mention the European mobility period into the training program for all our level 4 apprentices, under the framework agreement signed in 2009 with our ministry of National education.Thanks to Erasmus + agreement for 2017-2019, we exceed our objectives and financed mobility for 1222 apprentices in gathered mobility projects together with their class and their trade teacher (107 teachers in total); 152 young professionals gone for a one-year individual mobility; 8 post-apprentices who went abroad from 6 to 12 months in order to continue their apprenticeship; 39 young participants in a 2 weeks technical training and 4 staff members, gone for a job shadowing or a training.The enhancement of the quality of our project is owing to the pedagogical projects developed by our trainers and hosting partners, who suggest a precise program compatible with the specificities of the host country. This approach is necessary as mobility period are included in our training programs in France and comforts also the employers of our apprentices, worried about this mobility project abroad of their employee. Indeed, the project allowed our participants to acquire professional, language, intercultural and cross-disciplinary skills. Indeed, apprenticeship and trades are different from one country to another. Travelling is also a way to develop its adaptability and flexibility, two qualities required in the labor market. Our partners involved in our projects are training organizations, companies and intermediate organisms in 23 countries. Mobility is more and more recognized in those countries; therefore most of the previous work placements are renewed year after year. Years of experience with our partners allow us to organize those projects in mutual trust and prepare at best each participant for his mobility.Each apprentice’s mobility has been validated and recognized through a Europass, and for our post-apprentices, their skills and competences are highlighted on our online pedagogical platform “Aquisav”. With the mod-term puropose of using ECVET system, our partners already signed the “Memorandum of Understanding”. For this project, the International Service has maintained relationships with partners and developed new partnerships, ensured the administrative and financial monitoring of the fellowships, created necessary tools to help pedagogical teams. The service also helped their training centers in France for organizing the gathered mobility projects if needed and they supported young professional going abroad for one year (individual mobility) and the ones who were following a 2-weeks technical training.This ambitious project couldn’t have been organized without the considerable investment of our staff members involved, in particular educational staffs and trainers, for which we are very grateful.

"After the application analysis, the project ""Exploring new approaches to empower innovation and professional identity"" was assigned with a grant for 20 students' mobilities and 4 accompanying teachers. Due to this scenary and considering the applicants training area, hosting and answering capacity of the intermediary entities, having a participatants' group with a balanced dimension, we've decided to establish the following framework of cooperation: 6 students, 3 from the area of Secretariat and 3 from Graphic Design were hosted by institutions identified by CERES (Italy); 2 students from Health Assistant, 2 from Commerce and 2 from Cold and Acclimatization guided by Education&Mobility, in Fuerteventura and in Bilbao, also guided by the Education & Mobility, 8 students did their training: 2 trainees from Electronics, Automation and Command; 1 trainee from Automobile Mechatronics and 5 from Informatic Systems of Management and Programming. These groups included underaged students and, therefore, we've asked for a grant for accompany teachers. Since we've stick to 3 destinations we've understood that there wasn't the need of having 4 accompany teachers. Once the students' mobilities were accomplished there was some sum to execute, so we've asked the National Agency to convert the remaining value in 2 staff mobilities, so we could execute 100% of the financial support granted. The school assumed that if the calculated sum exceeded the granted one, the school ws going to cover the value through it own funds.All partners accumulate a wide and solid experience in European partnerships and mobility projects, with recognized results arising from its qualified and competent teams, the quality and diversity of the local partners’ network, by the accuracy, commitment and culture of proximity, values that guarantee a great planning, hosting, monitoring and excellent opportunities of training for participants.The task division by the different cooperant entities in this project was made in a ballanced way. However, since EPB is the sending institution and responsible for the design of the project it has a more active role in the whole process and tasks.Partners ensure the work placement of trainees in their respective professional areas. EPB demanded that these placements should be challenging and included the use of technical means fit to the labour market that our students shall integrate in the futur, seeking to answer to students' training needs regarding new knowledge, work methods and the development of personal, technical, scientific, linguistic and cultural competencies that would facilitate their integration in the wide european labour market.The initiative, critical spirit, autonomy and problem solving capacity constitute cross-sectional aspects observed in the design of all the work plans.Partners will also provide historical cultural visits to the main local places, among other activities that promote the participants integration and awareness o the country cultural context and traditions.The opportunity of living in a different social context, as well as sharing accommodation in apartments, allowed the participants to sediment cross-sectional competencies as autonomy, responsability, cooperation spirit, communication, emotional intelligence training, conflict resolution, adaptability, among others.As for the hosting institutions had to provide the participants the integration in the labour market, presenting them challenges inherent to the european labour accordingly to the participants training area.EPB assumed publicizing the program and encourage the students' participation (sessions, website, school magazine, etc.); it organised sharing sessions of other mobilities’ experiences; applicants' selection according to regulated criteria; it organised clarification meetings with participants and parents on cultural, social, economical characteristics of the hosting countries and companies. EPB also organised preparatory meetings focusing on procedural, documentary and security issues; linguistic competencies reinforcing activities (intensive courses of english and spanish language taught by EPB teachers); and several meetings with partners and accompany teachers.In this project, we intended to contribute to the development of the professional identity and of the trainees european citizenship, as well as raise awareness to issues related with understanding, tolerance, respect and acceptance of the different cultures. The transnational internship it is thus of substance importance in the construction of the professional and personal being, contributing to the developement of more aware citizens."